news bulletin assignment

Creating a Classroom Newspaper

• Resources & Preparation
• Instructional Plan
• Related Resources

Students will enjoy this creative, exciting, and stimulating lesson in writing as they create authentic newspaper stories. As they are transformed into reporters and editors, they will become effective users of ICT in order to publish their own classroom newspaper. Various aspects of newspapers are covered, including parts of a newspaper, writing an article, online newspapers, newspaper reading habits, and layout and design techniques.

Featured Resources

• Printing Press : In this online interactive tool, your students can choose the "newspaper" option to help them complete their newspaper section.
• Newspaper Story Format : Your students will find completing their newspaper article a snap by first filling out this useful handout that helps them identify each key element of an authentic newspaper article.

From Theory to Practice

• Encouraging children to read and write in ways that allow them to make sense of real language in real contexts is more likely to help them develop the skills necessary to become fluent readers and writers. Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind.
• Use of the computer motivates students to learn and students' attitudes toward the newspaper genre are affected by active participation in the production of an authentic and original newspaper of their own.
• Abilities in formal writing are best developed with a "process approach" that goes through five distinct phases: prewriting, composing or drafting, revising, editing, and publishing. Using this approach helps students more fully understand the process of producing formal written documents, such as magazines and newspapers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

• Computer lab with Internet access
• Multimedia software
• Access to a library of images/graphics
• Scanner (optional)
• Digital camera (optional)
• Deadline! From News to Newspaper by Gail Gibbons (HarperCollins, 1987)
• The Furry News: How to Make a Newspaper by Loreen Leedy (Holiday House, 1993)
• Freddy and the Bean Home News by Walter R. Brooks (Puffin, 2002)
• Inverted Pyramid Format
• Newspaper Story Format
• Story Feedback Form
• Newspaper Writing Assessment
• Reporting Tips
• Reporter's Guide

Preparation

*Prerequisite skills: Familiarization with an appropriate multimedia software program

Student Objectives

Students will

• Identify the parts of a newspaper
• Identify the format of a news article
• Write a newspaper story
• Edit newspaper articles
• Use ICT equipment and software
• Layout and publish a classroom newspaper

Hold up a sample front page from a selected newspaper. Ask students what they notice about the format that is different from other texts they read (e.g., black and white ink, graphics, headline, column format). Divide the students into groups of three to four members. Explain to the students that they will explore a newspaper, paying attention to the layout and format. Instruct students to study the front page first and discuss what different parts they notice. Ask each group to report back to the whole class what members noticed was contained on the front page. Make a list of parts on the board. (e.g., title, headlines, pictures or graphics, captions, date, subtitles, table of contents/index, etc.). Students should notice similarities between different newspapers. Discuss with the class how newspapers use a standard format. In their groups, have students continue to explore copies of newspapers. What kinds of things do they notice? Students should begin to identify sections and features that are specific to newspapers. Have the groups again report to the whole class what types of items they noticed in their paper. Continue keeping the list of items on the board. (Additional items may include: editorials, cartoons, horoscope, local news, weddings, classifieds, advertising, etc.) Explain to the class that people read newspapers differently than other types of texts. Discuss how people read newspapers. Reading a newspaper matches people's interests in certain things. They scan headlines, subtitles, and images to see if the story interests them or not. Read some sample headlines from newspapers. Ask, "How many of you would be interested in reading this story?" For homework, have students ask their family members what newspapers they read regularly and what sections they read most often. Give an example of your own newspaper reading habits. (For example, "First I check the weather to help me decide what to wear to school. Then I go to the local news to see what is happening in my town. Finally, I scan the headlines to see what is happening in the world. If I have time, I start the crossword puzzle.")

Ask the students to report about their family's newspaper reading habits. Make a list of newspapers that are read and determine which are the most common. List the words who, what, where, when, and why on the board, overhead, or chart paper. Answer each of the five W questions using the popular rhyme "Jack & Jill." Example:

• Who? Jack and Jill
• What? Fell down and broke crown
• Where? On the hill
• When? Sometime in the past
• Why? Trying to fetch water

Read "Bad Fall Injures Children" article from page 4 of the Grandview Newspaper lesson plan . Students clarify their previous responses to the five W s according to the article. Explain how these five questions help to summarize a news story. Put students in groups of three to four members. Ask the students to choose another famous rhyme or fairy tale and answer the five W questions. Have each group read just the answers to their questions, and then have the class try to guess what fairy tale or rhyme it is. Explain that these five W s help with the organization of a news story and that they make up the most important details of the story. Demonstrate to the class the organization of a good news story using the Inverted Pyramid Format overhead. Use a sample newspaper story to illustrate an example of this format For homework, ask students to select a newspaper article that they are interested in reading and bring it to school the next day.

Give students time to read the newspaper article they brought from home. Hand out the Newspaper Story Format sheet. Students should then complete the sheet using details from their particular article and share the summary of their newspaper article. Ask the students to rewrite the newspaper article in their own words as if they were a reporter for their local newspaper. What changes would they make and why? Have the students share their stories with a classmate using the following questions to guide their discussion:

• Were changes made to the lead? Why?
• Were changes made to the five W s? Why?
• Were changes made to the details? Why?

As a class, discuss fact versus opinion. Explain that news articles do not include the reporter's opinion. Have students go back and see if the changes that were made to their articles were strictly factual. Refer to original articles as needed for examples of fact-based stories.

Read-aloud to the class from one or more of the suggested titles:

• Deadline! From News to Newspaper by Gail Gibbons
• The Furry News: How to Make a Newspaper by Loreen Leedy
• Freddy and the Bean Home News by Walter R. Brooks

Have students brainstorm the types of articles they would like to write and list them on the board. Look at the list and ask students if the articles could be grouped into categories or "newspaper sections." Use the Reporting Tips overhead to present how to make newspaper articles more interesting. Go over each point and clarify any questions that students may raise. Group students based on interests to form an "editorial staff" for each newspaper section. Have the groups meet to decide who will write which stories. Students can use the Reporter's Guide handout as a guideline. When they have finished, students can begin collecting facts for their stories.

Session 5 and 6

Take students to the computer lab and have them write their first draft. They should not worry about font, size, or columns at this point. Be sure that they save their work and print a hard copy of their article for editing. Students' stories should then be self-edited and edited by two other members of their editorial staff (using the Story Feedback Form ). Students should make necessary revisions to their stories based on the comments from the Story Feedback Form.

In the computer lab, have students access the Internet Public Library website and explore newspapers from around the world. They should pay particular attention to the design and layout elements. For example, some articles may include graphics (e.g., photos, charts, graphs). Discuss what patterns of layout design the students noticed. As a whole class, discuss newspaper layout, addressing the following points:

• Headline News: Top priority articles are near the front (1-2 pages). These are typically of high interest to your entire audience of readers (e.g., town news such as a new park or community center). Long front-page articles can be continued on an inside page to provide room for other headline news.
• Feature Articles: Stories about topics or events that are of interest to a certain group of readers (e.g., sports, animal stories, academic topics, interviews with school staff, book reviews). These are typically grouped into sections.
• Pictures or graphics: The image should always appear with the story. A caption can be included. The size usually depends on how much space is available in the layout.

Give students the opportunity to explore these layout items in newspapers in the classroom and online. Students should look at the Junior Seahawk Newsletter to get ideas for their own layout.

Session 8 and 9

In the computer lab, students should complete final story revisions. They may then begin the newspaper layout using appropriate software. The ReadWriteThink Printing Press includes an option for creating a newspaper. Each editorial staff works together to complete their newspaper section. Note: 8 ½ X 11 size pages are optimal. They can be printed and copied back to back on 11 X 17 paper that can be folded like a real newspaper. The completed paper must have an even number of pages for this format. Pictures can be drawn or pasted into the layout. Depending on the available resources, pictures can also be scanned or downloaded from a digital camera. Tell students to play around with fonts and columns. They should experiment and be creative! Once pages are completed, they should be printed. The editorial staff should do a final reading for errors. Pages are then submitted to the teacher for publishing.

Distribute the class newspaper to the students and allow them time to read it. When they have finished, hand out the Newspaper Writing Assessment sheet and ask them to fill it out.

Student Assessment / Reflections

Assess students' comments from the Newspaper Writing Assessment sheet.

• Calendar Activities
• Student Interactives
• Lesson Plans

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

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HOW TO PLAN A NEWS BULLETIN

Major practice in bulletin preparation

Television bulletins are usually made up from three elements:

• Written stories in the form of a  script
• Voice reports from journalists, either recorded or live;
• The further element could be Motion Graphics.

Each of these criteria will help you to decide what stories you should include in your bulletin and where you should place them within your five, 10 or 15 minutes. It is usual to give the most important story first and the least important story last. If you are putting together your first bulletin, stick to this technique. The two main factors you have to consider are the overall order or  balance  of the bulletin and the  pace  of it.

Keep Balance

Try to avoid seeing the bulletin simply as a collection of individual, self-contained stories. If you put a string of economic stories at the start of the bulletin, you risk losing your listeners’ interest. They expect a balance of items, some heavy and some light, some about major political events and some about ordinary people. Of course, the actual mix of stories, their tone and pace of delivery will depend to a degree on the  format  of your channel; serious national broadcasters tend to use more serious stories, delivered in a more deliberate style whereas youth-oriented bulletins might be lighter and brighter with more stories about popular culture. Your ranking of stories in order in the bulletin will give your audience some indication of how important you consider each story. But there is some freedom within bulletins to re-order stories to add variety and balance to the bulletin as a whole.

Decide the Pace

You must also get the right pace of stories through your bulletin. By pace we mean the length and tone of a story as it appears to the audience. Some stories have a fast pace. The report of a fire, for example, will usually be written in short sentences, using short snappy words to convey simple ideas. By comparison, a story explaining some involved political controversy may need slightly longer sentences with words expressing more complicated ideas. The story itself may need to be slightly longer. The whole effect is one of a slower pace. Too many long complicated stories will slow the pace of the whole bulletin and allow the attention of your audiences to wander. Too many short, sharp stories may leave audiences confused, unable to keep up with the pace of changing stories. Your ideal bulletin will have a steady pace throughout to maintain interest, with variations in pace during certain sections.

How to structure the bulletin

Bulletins are the broadcasting equivalent of a page on a newspaper, except that in radio and television you are more limited in where you place the different parts because, as we know, news bulletins are linear, therefore all the elements must be placed along the line of time so they are used most effectively.

How to start the bulletin

The foremost importance is given to first part of any news bulletin.

If you are faced with a choice between two stories of equal strength for your bulletin lead, choose the story which is more dramatic. If your obvious lead story is rather dull, you should write it in such a way as to add life. Keep the sentences short, the ideas clear and simple. Although you should try to write every story well, special attention should be given to your leading story. This is the one by which audiences will judge the bulletin.

Once you have decided on the order of stories, you should write some headlines for the bulletin. It is usual to start a long bulletin by headlining the major stories. Your audiences will use the headlines to judge whether or not the bulletin is worth watching to, so write your headlines to promote the stories in the most powerful way possible.

It is good practice to headline the first two or three most important stories, and also one or two dramatic stories which come later in the bulletin. You should write headlines for dramatic stories in such a way that you hint at the drama without giving away all the details.

It’s a fact that in English bulletins, headlines do not have to be grammatically complete. They can be more like newspaper headlines, stripped down to the main words. The following are examples of possible headlines:

“More trouble for the Asian alliance.”

“Twelve die in a mine blast.”

“Why Russia is angry with Israel.”

What are closing stories?

Consider closing stories almost as important as lead stories. They are the last stories your audience will watch and remember from the bulletin. You need to choose them carefully.

Light or funny stories make the best tail-enders. They add relief and a change of pace to heavy bulletins. Also brings abundance of audience.

[This article is published by Media Center-IMAC in interest of student awareness and career guidance. Media Center-IMAC specializes in Post-Graduate/Under-Graduate diploma courses in Media Studies and Mass Communication & TV journalism. With practical oriented and industry specific course, Media Center- IMAC is a prominent institution in Delhi.

Our alumni have proven themselves in the media world and are currently working at prestigious media organizations and top news channels. Besides full time diploma courses, Media Center-IMAC also offers specialized certificate courses in TV reporting, Digital marketing, video editing, radio jockeying, photography and many more.

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Expert Commentary

Basic newswriting: Learn how to originate, research and write breaking-news stories

Syllabus for semester-long course on the fundamentals of covering and writing the news, including how identify a story, gather information efficiently and place it in a meaningful context.

Republish this article

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .

by The Journalist's Resource, The Journalist's Resource January 22, 2010

This <a target="_blank" href="https://journalistsresource.org/home/syllabus-covering-the-news/">article</a> first appeared on <a target="_blank" href="https://journalistsresource.org">The Journalist's Resource</a> and is republished here under a Creative Commons license.<img src="https://journalistsresource.org/wp-content/uploads/2020/11/cropped-jr-favicon-150x150.png" style="width:1em;height:1em;margin-left:10px;">

This course introduces tomorrow’s journalists to the fundamentals of covering and writing news. Mastering these skills is no simple task. In an Internet age of instantaneous access, demand for high-quality accounts of fast-breaking news has never been greater. Nor has the temptation to cut corners and deliver something less.

To resist this temptation, reporters must acquire skills to identify a story and its essential elements, gather information efficiently, place it in a meaningful context, and write concise and compelling accounts, sometimes at breathtaking speed. The readings, discussions, exercises and assignments of this course are designed to help students acquire such skills and understand how to exercise them wisely.

Photo: Memorial to four slain Lakewood, Wash., police officers. The Seattle Times earned the 2010 Pulitzer Prize for Breaking News Reporting for their coverage of the crime.

Course objective

To give students the background and skills needed to originate, research, focus and craft clear, compelling and contextual accounts of breaking news in a deadline environment.

Learning objectives

• Build an understanding of the role news plays in American democracy.
• Discuss basic journalistic principles such as accuracy, integrity and fairness.
• Evaluate how practices such as rooting and stereotyping can undermine them.
• Analyze what kinds of information make news and why.
• Evaluate the elements of news by deconstructing award-winning stories.
• Evaluate the sources and resources from which news content is drawn.
• Analyze how information is attributed, quoted and paraphrased in news.
• Gain competence in focusing a story’s dominant theme in a single sentence.
• Introduce the structure, style and language of basic news writing.
• Gain competence in building basic news stories, from lead through their close.
• Gain confidence and competence in writing under deadline pressure.
• Practice how to identify, background and contact appropriate sources.
• Discuss and apply the skills needed to interview effectively.
• Analyze data and how it is used and abused in news coverage.
• Review basic math skills needed to evaluate and use statistics in news.
• Report and write basic stories about news events on deadline.

Suggested reading

• A standard textbook of the instructor’s choosing.
• America ‘s Best Newspaper Writing , Roy Peter Clark and Christopher Scanlan, Bedford/St. Martin’s, 2006
• The Elements of Journalism , Bill Kovach and Tom Rosenstiel, Three Rivers Press, 2001.
• Talk Straight, Listen Carefully: The Art of Interviewing , M.L. Stein and Susan E. Paterno, Iowa State University Press, 2001
• Math Tools for Journalists , Kathleen Woodruff Wickham, Marion Street Press, Inc., 2002
• On Writing Well: 30th Anniversary Edition , William Zinsser, Collins, 2006
• Associated Press Stylebook 2009 , Associated Press, Basic Books, 2009

Weekly schedule and exercises (13-week course)

We encourage faculty to assign students to read on their own Kovach and Rosentiel’s The Elements of Journalism in its entirety during the early phase of the course. Only a few chapters of their book are explicitly assigned for the class sessions listed below.

The assumption for this syllabus is that the class meets twice weekly.

Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 Week 8 | Week 9 | Week 10 | Week 11 | Week 12 | Weeks 13/14

Week 1: Why journalism matters

Previous week | Next week | Back to top

Class 1: The role of journalism in society

The word journalism elicits considerable confusion in contemporary American society. Citizens often confuse the role of reporting with that of advocacy. They mistake those who promote opinions or push their personal agendas on cable news or in the blogosphere for those who report. But reporters play a different role: that of gatherer of evidence, unbiased and unvarnished, placed in a context of past events that gives current events weight beyond the ways opinion leaders or propagandists might misinterpret or exploit them.

This session’s discussion will focus on the traditional role of journalism eloquently summarized by Bill Kovach and Tom Rosenstiel in The Elements of Journalism . The class will then examine whether they believe that the journalist’s role has changed or needs to change in today’s news environment. What is the reporter’s role in contemporary society? Is objectivity, sometimes called fairness, an antiquated concept or an essential one, as the authors argue, for maintaining a democratic society? How has the term been subverted? What are the reporter’s fundamental responsibilities? This discussion will touch on such fundamental issues as journalists’ obligation to the truth, their loyalty to the citizens who are their audience and the demands of their discipline to verify information, act independently, provide a forum for public discourse and seek not only competing viewpoints but carefully vetted facts that help establish which viewpoints are grounded in evidence.

Reading: Kovach and Rosenstiel, Chapter 1, and relevant pages of the course text

Assignments:

• Students should compare the news reporting on a breaking political story in The Wall Street Journal , considered editorially conservative, and The New York Times , considered editorially liberal. They should write a two-page memo that considers the following questions: Do the stories emphasize the same information? Does either story appear to slant the news toward a particular perspective? How? Do the stories support the notion of fact-based journalism and unbiased reporting or do they appear to infuse opinion into news? Students should provide specific examples that support their conclusions.
• Students should look for an example of reporting in any medium in which reporters appear have compromised the notion of fairness to intentionally or inadvertently espouse a point of view. What impact did the incorporation of such material have on the story? Did its inclusion have any effect on the reader’s perception of the story?

Class 2: Objectivity, fairness and contemporary confusion about both

In his book Discovering the News , Michael Schudson traced the roots of objectivity to the era following World War I and a desire by journalists to guard against the rapid growth of public relations practitioners intent on spinning the news. Objectivity was, and remains, an ideal, a method for guarding against spin and personal bias by examining all sides of a story and testing claims through a process of evidentiary verification. Practiced well, it attempts to find where something approaching truth lies in a sea of conflicting views. Today, objectivity often is mistaken for tit-for-tat journalism, in which the reporters only responsibility is to give equal weight to the conflicting views of different parties without regard for which, if any, are saying something approximating truth. This definition cedes the journalist’s responsibility to seek and verify evidence that informs the citizenry.

Focusing on the “Journalism of Verification” chapter in The Elements of Journalism , this class will review the evolution and transformation of concepts of objectivity and fairness and, using the homework assignment, consider how objectivity is being practiced and sometimes skewed in the contemporary new media.

Reading: Kovach and Rosenstiel, Chapter 4, and relevant pages of the course text.

Assignment: Students should evaluate stories on the front page and metro front of their daily newspaper. In a two-page memo, they should describe what elements of news judgment made the stories worthy of significant coverage and play. Finally, they should analyze whether, based on what else is in the paper, they believe the editors reached the right decision.

Week 2: Where news comes from

Class 1: News judgment

When editors sit down together to choose the top stories, they use experience and intuition. The beginner journalist, however, can acquire a sense of news judgment by evaluating news decisions through the filter of a variety of factors that influence news play. These factors range from traditional measures such as when the story took place and how close it was to the local readership area to more contemporary ones, such as the story’s educational value.

Using the assignment and the reading, students should evaluate what kinds of information make for interesting news stories and why.

In this session, instructors might consider discussing the layers of news from the simplest breaking news event to the purely enterprise investigative story.

Assignment: Students should read and deconstruct coverage of a major news event. One excellent source for quality examples is the site of the Pulitzer Prizes , which has a category for breaking news reporting. All students should read the same article (assigned by the instructor), and write a two- or three-page memo that describes how the story is organized, what information it contains and what sources of information it uses, both human and digital. Among the questions they should ask are:

• Does the first (or lead) paragraph summarize the dominant point?
• What specific information does the lead include?
• What does it leave out?
• How do the second and third paragraphs relate to the first paragraph and the information it contains? Do they give unrelated information, information that provides further details about what’s established in the lead paragraph or both?
• Does the story at any time place the news into a broader context of similar events or past events? If so, when and how?
• What information in the story is attributed , specifically tied to an individual or to documentary information from which it was taken? What information is not attributed? Where does the information appear in the sentence? Give examples of some of the ways the sources of information are identified? Give examples of the verbs of attribution that are chosen.
• Where and how often in the story are people quoted, their exact words placed in quotation marks? What kind of information tends to be quoted — basic facts or more colorful commentary? What information that’s attributed is paraphrased , summing up what someone said but not in their exact words.
• How is the story organized — by theme, by geography, by chronology (time) or by some other means?
• What human sources are used in the story? Are some authorities? Are some experts? Are some ordinary people affected by the event? Who are some of the people in each category? What do they contribute to the story? Does the reporter (or reporters) rely on a single source or a wide range? Why do you think that’s the case?
• What specific facts and details make the story more vivid to you? How do you think the reporter was able to gather those details?
• What documents (paper or digital) are detailed in the story? Do they lend authority to the story? Why or why not?
• Is any specific data (numbers, statistics) used in the story? What does it lend to the story? Would you be satisfied substituting words such as “many” or “few” for the specific numbers and statistics used? Why or why not?

Class 2: Deconstructing the story

By carefully deconstructing major news stories, students will begin to internalize some of the major principles of this course, from crafting and supporting the lead of a story to spreading a wide and authoritative net for information. This class will focus on the lessons of a Pulitzer Prize winner.

Reading: Clark/Scanlan, Pages 287-294

Assignment: Writers typically draft a focus statement after conceiving an idea and conducting preliminary research or reporting. This focus statement helps to set the direction of reporting and writing. Sometimes reporting dictates a change of direction. But the statement itself keeps the reporter from getting off course. Focus statements typically are 50 words or less and summarize the story’s central point. They work best when driven by a strong, active verb and written after preliminary reporting.

• Students should write a focus statement that encapsulates the news of the Pulitzer Prize winning reporting the class critiqued.

Week 3: Finding the focus, building the lead

Class 1: News writing as a process

Student reporters often conceive of writing as something that begins only after all their reporting is finished. Such an approach often leaves gaps in information and leads the reporter to search broadly instead of with targeted depth. The best reporters begin thinking about story the minute they get an assignment. The approach they envision for telling the story informs their choice of whom they seek interviews with and what information they gather. This class will introduce students to writing as a process that begins with story concept and continues through initial research, focus, reporting, organizing and outlining, drafting and revising.

During this session, the class will review the focus statements written for homework in small breakout groups and then as a class. Professors are encouraged to draft and hand out a mock or real press release or hold a mock press conference from which students can draft a focus statement.

Reading: Zinsser, pages 1-45, Clark/Scanlan, pages 294-302, and relevant pages of the course text

Class 2: The language of news

Newswriting has its own sentence structure and syntax. Most sentences branch rightward, following a pattern of subject/active verb/object. Reporters choose simple, familiar words. They write spare, concise sentences. They try to make a single point in each. But journalistic writing is specific and concrete. While reporters generally avoid formal or fancy word choices and complex sentence structures, they do not write in generalities. They convey information. Each sentence builds on what came before. This class will center on the language of news, evaluating the language in selections from America’s Best Newspaper Writing , local newspapers or the Pulitzers.

Reading: Relevant pages of the course text

Assignment: Students should choose a traditional news lead they like and one they do not like from a local or national newspaper. In a one- or two-page memo, they should print the leads, summarize the stories and evaluate why they believe the leads were effective or not.

Week 4: Crafting the first sentence

Class 1: The lead

No sentence counts more than a story’s first sentence. In most direct news stories, it stands alone as the story’s lead. It must summarize the news, establish the storyline, convey specific information and do all this simply and succinctly. Readers confused or bored by the lead read no further. It takes practice to craft clear, concise and conversational leads. This week will be devoted to that practice.

Students should discuss the assigned leads in groups of three or four, with each group choosing one lead to read to the entire class. The class should then discuss the elements of effective leads (active voice; active verb; single, dominant theme; simple sentences) and write leads in practice exercises.

Assignment: Have students revise the leads they wrote in class and craft a second lead from fact patterns.

Class 2: The lead continued

Some leads snap or entice instead of summarize. When the news is neither urgent nor earnest, these can work well. Though this class will introduce students to other kinds of leads, instructors should continue to emphasize traditional leads, typically found atop breaking news stories.

Class time should largely be devoted to writing traditional news leads under a 15-minute deadline pressure. Students should then be encouraged to read their own leads aloud and critique classmates’ leads. At least one such exercise might focus on students writing a traditional lead and a less traditional lead from the same information.

Assignment: Students should find a political or international story that includes various types (direct and indirect) and levels (on-the-record, not for attribution and deep background) of attribution. They should write a one- or two-page memo describing and evaluating the attribution. Did the reporter make clear the affiliation of those who expressed opinions? Is information attributed to specific people by name? Are anonymous figures given the opportunity to criticize others by name? Is that fair?

Week 5: Establishing the credibility of news

Class 1: Attribution

All news is based on information, painstakingly gathered, verified and checked again. Even so, “truth” is an elusive concept. What reporters cobble together instead are facts and assertions drawn from interviews and documentary evidence.

To lend authority to this information and tell readers from where it comes, reporters attribute all information that is not established fact. It is neither necessary, for example, to attribute that Franklin Delano Roosevelt was first elected president in 1932 nor that he was elected four times. On the other hand, it would be necessary to attribute, at least indirectly, the claim that he was one of America’s best presidents. Why? Because that assertion is a matter of opinion.

In this session, students should learn about different levels of attribution, where attribution is best placed in a sentence, and why it can be crucial for the protection of the accused, the credibility of reporters and the authoritativeness of the story.

Assignment: Working from a fact pattern, students should write a lead that demands attribution.

Class 2: Quoting and paraphrasing

“Great quote,” ranks closely behind “great lead” in the pecking order of journalistic praise. Reporters listen for great quotes as intensely as piano tuners listen for the perfect pitch of middle C. But what makes a great quote? And when should reporters paraphrase instead?

This class should cover a range of issues surrounding the quoted word from what it is used to convey (color and emotion, not basic information) to how frequently quotes should be used and how long they should run on. Other issues include the use and abuse of partial quotes, when a quote is not a quote, and how to deal with rambling and ungrammatical subjects.

As an exercise, students might either interview the instructor or a classmate about an exciting personal experience. After their interviews, they should review their notes choose what they consider the three best quotes to include a story on the subject. They should then discuss why they chose them.

Assignment: After completing the reading, students should analyze a summary news story no more than 15 paragraphs long. In a two- or three-page memo, they should reprint the story and then evaluate whether the lead summarizes the news, whether the subsequent paragraphs elaborate on or “support” the lead, whether the story has a lead quote, whether it attributes effectively, whether it provides any context for the news and whether and how it incorporates secondary themes.

Week 6: The building blocks of basic stories

Class 1: Supporting the lead

Unlike stories told around a campfire or dinner table, news stories front load information. Such a structure delivers the most important information first and the least important last. If a news lead summarizes, the subsequent few paragraphs support or elaborate by providing details the lead may have merely suggested. So, for example, a story might lead with news that a 27-year-old unemployed chef has been arrested on charges of robbing the desk clerk of an upscale hotel near closing time. The second paragraph would “support” this lead with detail. It would name the arrested chef, identify the hotel and its address, elaborate on the charges and, perhaps, say exactly when the robbery took place and how. (It would not immediately name the desk clerk; too many specifics at once clutter the story.)

Wire service stories use a standard structure in building their stories. First comes the lead sentence. Then comes a sentence or two of lead support. Then comes a lead quote — spoken words that reinforce the story’s direction, emphasize the main theme and add color. During this class students should practice writing the lead through the lead quote on deadline. They should then read assignments aloud for critique by classmates and the professor.

Assignment: Using a fact pattern assigned by the instructor or taken from a text, students should write a story from the lead through the lead quote. They should determine whether the story needs context to support the lead and, if so, include it.

Class 2: When context matters

Sometimes a story’s importance rests on what came before. If one fancy restaurant closes its doors in the face of the faltering economy, it may warrant a few paragraphs mention. If it’s the fourth restaurant to close on the same block in the last two weeks, that’s likely front-page news. If two other restaurants closed last year, that might be worth noting in the story’s last sentence. It is far less important. Patterns provide context and, when significant, generally are mentioned either as part of the lead or in the support paragraph that immediately follows. This class will look at the difference between context — information needed near the top of a story to establish its significance as part of a broader pattern, and background — information that gives historical perspective but doesn’t define the news at hand.

Assignment: The course to this point has focused on writing the news. But reporters, of course, usually can’t write until they’ve reported. This typically starts with background research to establish what has come before, what hasn’t been covered well and who speaks with authority on an issue. Using databases such as Lexis/Nexis, students should background or read specific articles about an issue in science or policy that either is highlighted in the Policy Areas section of Journalist’s Resource website or is currently being researched on your campus. They should engage in this assignment knowing that a new development on the topic will be brought to light when they arrive at the next class.

Week 7: The reporter at work

Class 1: Research

Discuss the homework assignment. Where do reporters look to background an issue? How do they find documents, sources and resources that enable them to gather good information or identify key people who can help provide it? After the discussion, students should be given a study from the Policy Areas section of Journalist’s Resource website related to the subject they’ve been asked to explore.

The instructor should use this study to evaluate the nature structure of government/scientific reports. After giving students 15 minutes to scan the report, ask students to identify its most newsworthy point. Discuss what context might be needed to write a story about the study or report. Discuss what concepts or language students are having difficulty understanding.

Reading: Clark, Scanlan, pages 305-313, and relevant pages of the course text

Assignment: Students should (a) write a lead for a story based exclusively on the report (b) do additional background work related to the study in preparation for writing a full story on deadline. (c) translate at least one term used in the study that is not familiar to a lay audience.

Class 2: Writing the basic story on deadline

This class should begin with a discussion of the challenges of translating jargon and the importance of such translation in news reporting. Reporters translate by substituting a simple definition or, generally with the help of experts, comparing the unfamiliar to the familiar through use of analogy.

The remainder of the class should be devoted to writing a 15- to 20-line news report, based on the study, background research and, if one is available, a press release.

Reading: Pages 1-47 of Stein/Paterno, and relevant pages of the course text

Assignment: Prepare a list of questions that you would ask either the lead author of the study you wrote about on deadline or an expert who might offer an outside perspective.

Week 8: Effective interviewing

Class 1: Preparing and getting the interview

Successful interviews build from strong preparation. Reporters need to identify the right interview subjects, know what they’ve said before, interview them in a setting that makes them comfortable and ask questions that elicit interesting answers. Each step requires thought.

The professor should begin this class by critiquing some of the questions students drew up for homework. Are they open-ended or close-ended? Do they push beyond the obvious? Do they seek specific examples that explain the importance of the research or its applications? Do they probe the study’s potential weaknesses? Do they explore what directions the researcher might take next?

Discuss the readings and what steps reporters can take to background for an interview, track down a subject and prepare and rehearse questions in advance.

Reading: Stein/Paterno, pages 47-146, and relevant pages of the course text

Assignment: Students should prepare to interview their professor about his or her approach to and philosophy of teaching. Before crafting their questions, the students should background the instructor’s syllabi, public course evaluations and any pertinent writings.

Class 2: The interview and its aftermath

The interview, says Pulitzer Prize-winning journalist Jacqui Banaszynski, is a dance which the reporter leads but does so to music the interview subject chooses. Though reporters prepare and rehearse their interviews, they should never read the questions they’ve considered in advance and always be prepared to change directions. To hear the subject’s music, reporters must be more focused on the answers than their next question. Good listeners make good interviewers — good listeners, that is, who don’t forget that it is also their responsibility to also lead.

Divide the class. As a team, five students should interview the professor about his/her approach to teaching. Each of these five should build on the focus and question of the previous questioner. The rest of the class should critique the questions, their clarity and their focus. Are the questioners listening? Are they maintaining control? Are they following up? The class also should discuss the reading, paying particularly close attention to the dynamics of an interview, the pace of questions, the nature of questions, its close and the reporter’s responsibility once an interview ends.

Assignment: Students should be assigned to small groups and asked to critique the news stories classmates wrote on deadline during the previous class.

Week 9: Building the story

Class 1: Critiquing the story

The instructor should separate students into groups of two or three and tell them to read their news stories to one another aloud. After each reading, the listeners should discuss what they liked and struggled with as the story audience. The reader in each case should reflect on what he or she learned from the process of reading the story aloud.

The instructor then should distribute one or two of the class stories that provide good and bad examples of story structure, information selection, content, organization and writing. These should be critiqued as a class.

Assignment: Students, working in teams, should develop an angle for a news follow to the study or report they covered on deadline. Each team should write a focus statement for the story it is proposing.

Class 2: Following the news

The instructor should lead a discussion about how reporters “enterprise,” or find original angles or approaches, by looking to the corners of news, identifying patterns of news, establishing who is affected by news, investigating the “why” of news, and examining what comes next.

Students should be asked to discuss the ideas they’ve developed to follow the news story. These can be assigned as longer-term team final projects for the semester. As part of this discussion, the instructor can help students map their next steps.

Reading: Wickham, Chapters 1-4 and 7, and relevant pages of the course text

Assignment: Students should find a news report that uses data to support or develop its main point. They should consider what and how much data is used, whether it is clear, whether it’s cluttered and whether it answers their questions. They should bring the article and a brief memo analyzing it to class.

Week 10: Making sense of data and statistics

Class 1: Basic math and the journalist’s job

Many reporters don’t like math. But in their jobs, it is everywhere. Reporters must interpret political polls, calculate percentage change in everything from property taxes to real estate values, make sense of municipal bids and municipal budgets, and divine data in government reports.

First discuss some of the examples of good and bad use of data that students found in their homework. Then, using examples from Journalist’s Resource website, discuss good and poor use of data in news reporting. (Reporters, for example, should not overwhelm readers with paragraphs stuffed with statistics.) Finally lead students through some of the basic skills sets outlined in Wickham’s book, using her exercises to practice everything from calculating percentage change to interpreting polls.

Assignment: Give students a report or study linked to the Journalist’s Resource website that requires some degree of statistical evaluation or interpretation. Have students read the report and compile a list of questions they would ask to help them understand and interpret this data.

Class 2: The use and abuse of statistics

Discuss the students’ questions. Then evaluate one or more articles drawn from the report they’ve analyzed that attempt to make sense of the data in the study. Discuss what these articles do well and what they do poorly.

Reading: Zinsser, Chapter 13, “Macabre Reminder: The Corpse on Union Street,” Dan Barry, The New York Times

Week 11: The reporter as observer

Class 1: Using the senses

Veteran reporters covering an event don’t only return with facts, quotes and documents that support them. They fill their notebooks with details that capture what they’ve witnessed. They use all their senses, listening for telling snippets of conversation and dialogue, watching for images, details and actions that help bring readers to the scene. Details that develop character and place breathe vitality into news. But description for description’s sake merely clutters and obscures the news. Using the senses takes practice.

The class should deconstruct “Macabre Reminder: The Corpse on Union Street,” a remarkable journey around New Orleans a few days after Hurricane Katrina devastated the city in 2005. The story starts with one corpse, left to rot on a once-busy street and then pans the city as a camera might. The dead body serves as a metaphor for the rotting city, largely abandoned and without order.

Assignment: This is an exercise in observation. Students may not ask questions. Their task is to observe, listen and describe a short scene, a serendipitous vignette of day-to-day life. They should take up a perch in a lively location of their choosing — a student dining hall or gym, a street corner, a pool hall or bus stop or beauty salon, to name a few — wait and watch. When a small scene unfolds, one with beginning, middle and end, students should record it. They then should write a brief story describing the scene that unfolded, taking care to leave themselves and their opinions out of the story. This is pure observation, designed to build the tools of observation and description. These stories should be no longer than 200 words.

Class 2: Sharpening the story

Students should read their observation pieces aloud to a classmate. Both students should consider these questions: Do the words describe or characterize? Which words show and which words tell? What words are extraneous? Does the piece convey character through action? Does it have a clear beginning, middle and end? Students then should revise, shortening the original scene to no longer than 150 words. After the revision, the instructor should critique some of the students’ efforts.

Assignment: Using campus, governmental or media calendars, students should identify, background and prepare to cover a speech, press conference or other news event, preferably on a topic related to one of the research-based areas covered in the Policy Areas section of Journalist’s Resource website. Students should write a focus statement (50 words or less) for their story and draw up a list of some of the questions they intend to ask.

Week 12: Reporting on deadline

Class 1: Coaching the story

Meetings, press conferences and speeches serve as a staple for much news reporting. Reporters should arrive at such events knowledgeable about the key players, their past positions or research, and the issues these sources are likely discuss. Reporters can discover this information in various ways. They can research topic and speaker online and in journalistic databases, peruse past correspondence sent to public offices, and review the writings and statements of key speakers with the help of their assistants or secretaries.

In this class, the instructor should discuss the nature of event coverage, review students’ focus statements and questions, and offer suggestions about how they cover the events.

Assignment: Cover the event proposed in the class above and draft a 600-word story, double-spaced, based on its news and any context needed to understand it.

Class 2: Critiquing and revising the story

Students should exchange story drafts and suggest changes. After students revise, the instructor should lead a discussion about the challenges of reporting and writing live on deadline. These likely will include issues of access and understanding and challenges of writing around and through gaps of information.

Weeks 13/14: Coaching the final project

Previous week | Back to top

The final week or two of the class is reserved for drill in areas needing further development and for coaching students through the final reporting, drafting and revision of the enterprise stories off the study or report they covered in class.

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How to Write a News Story

Newspaper article outline, how to write a news story in 15 steps.

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The Purdue Owl : Journalism and Journalistic Writing: Introduction

From Scholastic: Writing a newspaper article

Article outline

I. Lead sentence

Grab and hook your reader right away.

II. Introduction

Which facts and figures will ground your story? You have to tell your readers where and when this story is happening.

III. Opening quotation 

What will give the reader a sense of the people involved and what they are thinking?

IV. Main body

What is at the heart of your story?

V. Closing quotation

Find something that sums the article up in a few words.

VI. Conclusion  (optional—the closing quote may do the job)

The following is an excerpt from The Elements of News Writing by James W. Kershner (Pearson, 2009).  This book is available for checkout at Buley Library (Call number PN 4775 .K37 2009, on the 3rd floor)

1.       Select a newsworthy story. Your goal is to give a timely account of a recent, interesting, and significant event or development.

2.       Think about your goals and objectives in writing the story. What will the readers want and need to know about the subject? How can you best tell the story?

3.       Find out who can provide the most accurate information about the subject and how to contact that person. Find out what other sources you can use to obtain relevant information.

4.       Do your homework. Do research so that you have a basic understanding of the situation before interviewing anyone about it. Check clips of stories already written on the subject.

5.       Prepare a list of questions to ask about the story.

6.       Arrange to get the needed information. This may mean scheduling an interview or locating the appropriate people to interview.

7.       Interview the source and take notes. Ask your prepared questions, plus other questions that come up in the course of the conversation. Ask the source to suggest other sources. Ask if you may call the source back for further questions later.

8.       Interview second and third sources, ask follow-up questions, and do further research until you have a understanding of the story.

9.       Ask yourself, “What’s the story?” and “What’s the point?” Be sure you have a clear focus in your mind before you start writing. Rough out a lead in your head.

10.   Make a written outline or plan of your story.

11.   Write your first draft following your plan, but changing it as necessary.

12.   Read through your first draft looking for content problems, holes, or weak spots, and revise it as necessary. Delete extra words, sentences, and paragraphs. Make every word count.

13.   Read your second draft aloud, listening for problems in logic or syntax.

14.   Copyedit your story, checking carefully for spelling, punctuation, grammar, and style problems.

15.   Deliver your finished story to the editor before deadline.

Kershner, J.W. (2009). The Elements of News Writing. Boston, MA: Pearson Education.

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How to Write a News Article

Last Updated: June 5, 2024 Fact Checked

This article was co-authored by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 2,418,695 times.

Writing a news article is different from writing other articles or informative pieces because news articles present information in a specific way. It's important to be able to convey all the relevant information in a limited word count and give the facts to your target audience concisely. Knowing how to write a news article can help a career in journalism , develop your writing skills and help you convey information clearly and concisely.

Things You Should Know

• Outline your article with all the facts and interview quotes you’ve gathered. Decide what your point of view on the topic is before you start writing.
• Your first sentence is the most important one—craft an attention-getter that clearly states the most important information.
• Proofread for accurate information, consistent style and tone, and proper formatting.

Sample Articles

Planning Your Article

• If you’ve ever written a research paper you understand the work that goes into learning about your topic. The first phase of writing a news article or editorial is pretty similar.
• Who - who was involved?
• What - what happened?
• Where - where did it happen?
• Why - why did it happen?
• When - when did it happen?
• How - how did it happen?

• 1) those that need to be included in the article.
• 2) those that are interesting but not vital.
• 3) those that are related but not important to the purpose of the article.
• This fact list will help prevent you from leaving out any relevant information about the topic or story, and will also help you write a clean, succinct article.
• Be as specific as possible when writing down all of these facts. You can always trim down unnecessary information later, but it’s easier to cut down than it is to have to beef up an article.
• It’s okay at this point to have holes in your information – if you don’t have a pertinent fact, write down the question and highlight it so you won’t forget to find it out
• Now that you have your facts, if your editor has not already assigned the type of article, decide what kind of article you’re writing. Ask yourself whether this is an opinion article, an unbiased and straightforward relaying of information, or something in between. [2] X Research source

• If you’ve ever heard the term “burying the lead”, that is in reference to the structure of your article. [4] X Research source The “lead” is the first sentence of the article – the one you “lead” with. Not "burying the lead" simply means that you should not make your readers read several paragraphs before they get to the point of your article.
• Whatever forum you’re writing for, be it print or for the web, a lot of readers don’t make it to the end of the article. When writing a news article, you should focus on giving your readers what they want as soon as possible.
• Write above the fold. The fold comes from newspapers where there’s a crease because the page gets folded in half. If you look at a newspaper all the top stories are placed above the fold. The same goes for writing online. The virtual fold is the bottom of your screen before you have to scroll down. Put the best information at the top to engage your readers and encourage them to keep reading.

• Ask yourself the “5 W's” again, but this time in relation to your audience.
• Questions like what is the average age you are writing for, where is this audience, local or national, why is this audience reading your article, and what does your audience want out of your article will inform you on how to write.
• Once you know who you are writing for you can format an outline that will get the best information to the right audience as quickly as possible.

• Even if you are covering a popular story or topic that others are writing about, look for an angle that will make this one yours.
• Do you have a personal experience that relates to your topic? Maybe you know someone who is an expert that you can interview .

• People usually like to talk about personal experiences, especially if it will be featured somewhere, like your news article. Reach out through a phone call, email, or even social media and ask someone if you can interview them.
• When you do interview people you need to follow a few rules: identify yourself as a reporter. Keep an open mind . Stay objective. While you are encouraged to ask questions and listen to anecdotes, you are not there to judge.
• Record and write down important information from the interview, and be transparent with what you are doing and why you are doing this interview.

Writing Your News Article

• Your lead should be one sentence and should simply, but completely, state the topic of the article.
• Remember when you had to write essays for school? Your lead is like your thesis statement.
• Let your readers know what your news article is about, why it’s important, and what the rest of the article will contain.

• These details are important, because they are the focal point of the article that fully informs the reader.
• If you are writing an opinion piece , this is where you will state what your opinion is as well.

• This additional information helps round out the article and can help you transition to new points as you move along.
• If you have an opinion, this is where you will identify the opposing views and the people who hold them.
• A good news article will outline facts and information. A great news article will allow readers to engage on an emotional level.
• To engage your readers, you should provide enough information that anyone reading your news article can make an informed opinion, even if it contrasts with yours.
• This also applies to a news article where you the author don’t state your opinion but present it as an unbiased piece of information. Your readers should still be able to learn enough about your topic to form an opinion.

• Make sure your news article is complete and finished by giving it a good concluding sentence. This is often a restatement of the leading statement (thesis) or a statement indicating potential future developments relating to the article topic.
• Read other news articles for ideas on how to best accomplish this. Or, watch news stations or shows. See how a news anchor will wrap up a story and sign off, then try to emulate that.

Proofing Your Article

• Be sure to double check all the facts in your news article before you submit it, including names, dates, and contact information or addresses. Writing accurately is one of the best ways to establish yourself as a competent news article writer.

• If your news article is meant to convey direct facts, not the opinions of its writer, ensure you’ve kept your writing unbiased and objective. Avoid any language that is overly positive or negative or statements that could be construed as support or criticism.
• If your article is meant to be more in the style of interpretive journalism then check to make sure that you have given deep enough explanations of the larger story and offered multiple viewpoints throughout.

• When quoting someone, write down exactly what was said inside quotations and immediately cite the reference with the person’s proper title. Formal titles should be capitalized and appear before a person’s name. Ex: “Mayor John Smith”.
• Always write out numbers one through nine, but use numerals for numbers 10 and up.
• When writing a news article, be sure to only include one space after a period, not two. [12] X Research source

• You shouldn’t submit any news article for publication without first letting someone take a look at it. An extra pair of eyes can double check your facts and the information to ensure that what you have written is accurate.
• If you are writing a news article for school or your own personal website, then have a friend take a look at it and give you notes. Sometimes you may get notes that you want to defend or don’t agree with it. But these should be listened to. Remember, with so many news articles getting published every minute you need to ensure that your widest possible audience can easily digest the information you have provided.

Expert Q&A

• Start with research and ask the “5. Asking these questions will help you create an outline and a narrative to your article. Thanks Helpful 0 Not Helpful 0
• Interview people, and remember to be polite and honest about what you are writing. Thanks Helpful 0 Not Helpful 0
• Put the most important information at the beginning of your article. Thanks Helpful 0 Not Helpful 0

You Might Also Like

Expert Interview

Thanks for reading our article! If you'd like to learn more about writing an article, check out our in-depth interview with Gerald Posner .

• ↑ https://libguides.mit.edu/select-topic
• ↑ https://writingcenter.gmu.edu/writing-resources/different-genres/news-writing-fundamentals
• ↑ https://libguides.southernct.edu/journalism/howtowrite
• ↑ https://spcollege.libguides.com/c.php?g=254319&p=1695313
• ↑ https://extension.missouri.edu/publications/cm360
• ↑ https://mediahelpingmedia.org/basics/how-to-find-and-develop-important-news-angles/
• ↑ https://www.northwestern.edu/brand/editorial-guidelines/newswriting-guidelines/
• ↑ https://tacomacc.libguides.com/c.php?g=599051&p=4147190
• ↑ https://owl.purdue.edu/owl/subject_specific_writing/journalism_and_journalistic_writing/ap_style.html
• ↑ https://apastyle.apa.org/style-grammar-guidelines/punctuation/space-after-period
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

To write a news article, open with a strong leading sentence that states what the article is about and why it’s important. Try to answer the questions who, what, where, when, and why as early in the article as possible. Once you’ve given the reader the most important facts, you can include any additional information to help round out the article, such as opposing views or contact information. Finish with a strong concluding sentence, such as an invitation to learn more or a statement indicating future developments. For tips on researching your article, read on! Did this summary help you? Yes No

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Ten terrific classroom activities that use the newspaper to teach all sorts of valuable skills -- including reading and writing for meaning, map reading, media literacy, sequencing, word meaning, and math.

"The newspaper is the most widely used of the media [as a teaching instrument in the classroom], the direct result of a national campaign by publishers, known as Newspapers in Education (NIE).

Before the advent of NIE, newspapers tended to be used only by secondary school social studies teachers in two-week units or for Friday current events sessions. Now, however, newspapers are used throughout the school year in every area of the curriculum."

Those are the words of Nola Kortner Aiex, author of Using Newspapers as Effective Teaching Tools . Indeed, the news is more a part of the school curriculum than it ever was -- for many reasons. Ten of the reasons teachers find newspapers such effective classroom teaching tools are detailed in the NIE feature "Why Use Newspapers?" which points out that newspapers

• are an adult medium that students of all ability levels can be proud to be seen reading.
• deal in what's happening here and now, providing motivation for reading and discussion.
• make learning fun.
• are extremely flexible and adaptable to all curriculum areas and grade levels.
• bridge the gap between the classroom and the "real" world.
• build good reading habits that will last a lifetime.
• can be cut, marked, clipped, pasted, filed, and recycled.
• give everyone something to read -- news, sports, weather, editorials, and comics.
• are a cost-effective way to educate.
• contain practical vocabulary and the best models of clear, concise writing.

This week, Education World offers ten additional reasons -- in the form of ten terrific classroom activities -- for you to use newspapers in your classroom.

When you're done reading this story, be sure to check out these stories from the Education World archives: * Celebrate American Newspaper Week by teaching students to be knowledgeable and discerning news readers. Explore six great sites that will help you teach the newspaper -- before you start teaching with it! * Discover eight great sites that will help you link the day's news to your curriculum and challenge students to look beyond the news! Connect the news to science, geography, social studies, art, math, language arts, critical thinking, and technology! Included are six online news quizzes for students of all ages. * Looking for ways to work news into your classroom curriculum? Check out these great ideas for connecting current events to all subjects! TEN GREAT ACTIVITIES FOR USING THE NEWSPAPER Read and write for meaning. Remove the headlines from a number of news stories. Display the headline-less stories on a classroom bulletin board. Provide students with the headlines, and ask them to match each to one of the stories. As students replace the missing headlines, ask them to point out the words in the headlines that helped them find the correct story. Then distribute headlines from less prominent stories and ask students to choose one and write a news story to go with it. When the stories have been completed, provide each student with the story that originally accompanied the headline. Ask: How close was your story to the original? How effectively did the headline convey the meaning of the story? You might follow up this activity by asking students to write a headline for their favorite fairy tale. Read a map. Arrange students into groups, and assign each group one international story in the news. Have students explore Maps of the World and choose a map related to their assigned story. Ask students to use the map to answer some or all of these questions: In what city did the story take place? What country is that city in? What is the capital of that country? What language is spoken there? What continent is the country part of? What countries or bodies of water border the country on the north, south, east, and west? What physical characteristics of the country might have contributed to the events in the story? What effect might the event or series of events have on the physical characteristics of the country? Understand the media. Distribute advertisements cut from newspapers, and ask students to list the products in order, according to the appeal of the ads. Create a chart showing how students rated each product. Then distribute a list of the following propaganda techniques: Bandwagon -- the implication that "everybody else is doing it." Plain folks -- the implication that "users of this product are just like you." Card stacking -- distorting or omitting facts. Name-calling -- stereotyping people or ideas. Glittering generalities -- using "good" labels, such as patriotic, beautiful, exciting, that are unsupported by facts. Testimonial -- an endorsement by a famous person. Snob appeal -- the implication that only the richest, smartest, or most important people are doing it. Transference -- the association of a respected person with a product or idea. Discuss each ad, and determine the propaganda technique(s) used. Ask: Which techniques were most effective? Which were least effective? What factors, such as gender, geographic location, or age, might have influenced the effectiveness of each technique? As a follow-up to the activity, you might ask students to design their own ads using one of the propaganda techniques studied. Arrange in sequence. Cut up some popular comic strips, provide each student with one complete strip, and ask students to put the comics back in the correct order. Or arrange students into groups, provide each group with several cut-up strips from the same comic, and ask them to separate the panels into strips and arrange the strips in the correct order. Then introduce older students to a series of stories about an ongoing news event, and ask them to arrange the stories in the order in which they appeared. Encourage them to use the stories to create a news time line. Expand your vocabulary. Assign each student a letter of the alphabet. Ask students to browse through the newspaper, find five unfamiliar words beginning with the assigned letter, and look up the definition of each. Then have each student create and illustrate a dictionary page containing the five words and their meanings. Combine the pages into a classroom dictionary. In a variation of this activity, you might ask students to look in the newspaper for any of the following: words with a particular suffix or prefix words containing a particular vowel sound or consonant blend compound words words in the past, present, and future tenses possessives Older students might look for examples of similes, metaphors, irony, hyperbole, and satire. Explore geography. Ask each student to search the newspaper for stories that illustrate each of the five themes of geography -- location, place, human interaction and the environment, movement and communication, and regions. Display the stories on a classroom bulletin board labeled with the five geography themes. Hunt for classified math. Ask students to use classified pages of the newspaper to do the following: calculate the average price of a 1985 Cadillac find what fraction of the newspaper is composed of classified ads figure out the cost of running a 30-word ad for one week estimate the total number of classified ads (based on ads per column and columns per page) compare bank interest rates and determine the most and least interest $100 would earn in one year in your area find what percentage of job openings start with T. As a follow-up to this activity, ask each student to create a classified ad and exchange it with a classmate. Ask: Was all the necessary information included? If not, what was missing? Sort and classify. Label each of seven shoe boxes with one of the following newspaper categories: News, Editorials, Features, Humor, Advertising, Sports, and Entertainment. Ask students to cut out the newspaper stories they read each day and put each one in the appropriately labeled shoe box. At the end of the week, have students skim as many of the stories as possible and write an adjective describing each on index cards attached to each box. You might suggest adjectives such as factual, sad, inspiring, opinionated, misleading, silly, serious, and biased. Discuss and compare the adjectives. What conclusions can students reach about each category based on those words? Play a current events game. Make a list of five categories that might be created using the newspaper, such as Countries, Weather Events, Mathematical Symbols, Movies, and Technology Terms. Ask students to search the newspaper for information related to each category and to write a question based on the information they find. (Remind students to make a note of the answers to their questions.) Arrange students into teams, and use the question-and-answer combinations to play a Jeopardy type of current events game. Make papier-mâché. Finally, when you've done everything else you can think of with your newspaper, don't throw it away. Make papier- mâché! Here's how: Make a paste by mixing together 1/2 cup of flour and 2 cups of cold water. Add the paste to 2 cups of boiling water and return to a boil. Remove from heat and stir in 3 tablespoons of sugar. Let the mixture cool and thicken. You can also make a quick no-cook paste by simply adding water to flour until it forms a soupy mix. (Since flour-based pastes get moldy over time, you might want to use powdered wallpaper paste mixed with water for a longer-lasting creation.) Tear newspaper into narrow strips, and dip the strips into the paste, coating them completely. Squeeze out excess paste and drape the strips over a mold, such as a balloon or shaped chicken wire, overlapping the edges. Apply as many layers as necessary, allowing each layer to dry before putting on another layer. Decorate as desired. ADDITIONAL RESOURCE KidBibs Learning Tip #40: Newspaper Activities Support Children's Learning in Many Ways Joyce Melton Pagés, Ed.D, president of KidBibs, provides many activities that demonstrate how newspapers support language and literacy development, stimulate an interest in current events, support learning across the curriculum, promote higher level thinking skills, stimulate independent reading and writing, support character development, and more. EW Lesson Plans EW Professional Development Ew worksheets. Sign up for our free weekly newsletter and receive top education news, lesson ideas, teaching tips and more! No thanks, I don't need to stay current on what works in education! COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED. COPYRIGHT 1996 - 2024 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED. SchoolNotes.com The Educator's Network Chesterfield church apologizes after bulletin ad called for young men to form militia by: Max Diekneite Posted: Jun 26, 2024 / 10:26 PM CDT Updated: Jun 27, 2024 / 09:18 AM CDT CHESTERFIELD, Mo. – A local Catholic church is apologizing after a recent church bulletin featured an advertisement calling for young men to form a militia. The ad, which featured a call to “join now” in large bold font, was printed in the church’s bulletin on June 16. It calls for young men, ages 18 to 29, to form a militia to “protect the holy eucharist, congregation, clergy, and church grounds from violent and non-violent attacks.” The church posted a retraction to its website Wednesday, saying there is no militia being formed and that it regrets that the advertisement was included in the bulletin. It added that the suggestion that the church community might require a militia is “inappropriate and unhelpful.” In addition, the post also clarified that there have been no threats made against the church. FOX 2 talked to multiple parishioners off-camera. All said this appears to be an unfortunate, but honest, mistake. One agreed to do an interview as long as we did not use his name or show his face. “It sort of was a mistake,” he said. “It was an advertisement that was printed without any review by the parish, and I think it slipped through the review process cracks, if you will.” Longtime parishioners familiar with the publishing process said, like many churches, Ascension’s bulletins are published by an outside agency. Still, they were shocked to see the review process break down this easily. “It was just kind of a surprise, because it’s contradictory to everything that the school and the church preaches in the parish.” The church did not release any information about the individual who paid for this advertisement, but the ad did feature a QR code with a link to apply for this supposed militia. The link now leads to an application form that is “no longer accepting responses.” Suggest a Correction Cat here’s everything you’ll need. Traveling can be stressful, and making the arrangements needed to fly with a cat can add to that stress. Here’s everything you’ll need while flying with a cat. 15 of the best deals from Wayfair’s Fourth of July … If you’re on the hunt for bargains this weekend, Wayfair’s Fourth of July Clearance has huge deals on indoor and outdoor furniture, decor and more. Bose vs. Sony headphones: Which is best? The BestReviews Testing Lab tested the flagship wireless noise-canceling headphones from both Bose and Sony head-to-head. BestReviews.com - Top picks to make everyone happy Prime day hidden gems 2024, amazon’s prime day has huge deals on apple products, best deals of prime day 2024, last year’s amazon prime day was record-breaking. …, 5 free months of amazon music and more early prime …, amazon announces prime day will return july 16 and …, groom shot during wedding party in dutchtown, illinois’ gas tax hike makes it second highest nationwide, missouri officer pulls over ‘ufo’ gliding down i-44, elliott davis to retire after 45 years on fox 2, shocking messages: an illinois man’s secret life …, city sc sacks carnell midway through dismal season, arrests at st. louis pride parade following disruption …, community events, latest news, man recovering from shark bite in florida’s third …, police pursuit from missouri ends in serious crash …. Tupolev TU-144 Read more about CCCP-77112 Crash of a Tupolev TU-144D in Kladkovo: 2 killed Crash of a Tupolev TU-144S in Goussainville: 14 killed Orlando Cepeda Passes Away Nationals Planning To Call Up James Wood On Monday Rays Could Make Multiple Starters Available On Trade Market Phillies To Place Bryce Harper, Kyle Schwarber On Injured List 2024-25 MLB Free Agent Power Rankings: June Edition Guardians, Matthew Boyd Agree To Major League Deal Hoops Rumors Pro Football Rumors Pro Hockey Rumors MLB Trade Rumors Giants Designate Spencer Howard For Assignment By Mark Polishuk | June 30, 2024 at 12:18pm CDT The Giants announced that right-hander Spencer Howard has been designated for assignment.  Fellow righty Landen Roupp was called up from Triple-A Sacramento in the corresponding move. Howard signed a minor league deal with San Francisco last September, and he made it to the big league roster a month ago when his contract was selected to the Show.  Working as a starter, reliever, opener, and bulk pitcher behind an opener, Howard was holding his own until a rocky outing against the Dodgers yesterday, when he was tagged for six earned runs over 2 2/3 innings. The tough night boosted Howard’s ERA to 5.63 over 24 innings, and prompted the Giants to remove Howard from the roster in order to bring a fresher arm in Roupp back to the majors.  Howard is out of minor league options, so the Giants had to designate him in order to attempt to send Howard down to Triple-A. The DFA is the latest twist in the career of the former top-100 prospect, who was a second-round pick for the Phillies in the 2017 draft.  Howard was once seen as a future star during his time in Philadelphia’s farm system, but the Phils sent him to the Rangers as part of a six-player trade at the 2021 deadline, and the righty has yet to find any form against Major League batters. Howard has a 6.93 ERA over 139 career innings with the Phillies, Rangers, and Giants, and the transition to relief pitching from starting work hasn’t seen much of an improvement in his results.  Given his past prospect pedigree, another team might put in a waiver claim to see for themselves if any late bloomer potential is there for Howard as he approaches his 28th birthday. 12 Comments 18 hours ago Wonder is Spencer is by any chance related to Moe, Curley and Shemp? Calling Dr Howard, Dr Fine, Dr Howard Today is not Fine for this Howard Oh a wise guy, eh? 17 hours ago Lady, you must be psychic. 13 hours ago youtu.be/Hp8HQ0675ts?si=IuYr5p-sHqE7OBN4 9 hours ago Why I oughta . . . Giving up batting practice pitches to LAD will get you this. Hjelle is younger but this should be a notice to him as well I think they just flipped a coin between the two Spencers, really can’t have two.. Seriously though this is a good sign that better options will be coming off the IL before he would have been available to pitch again. 15 hours ago Remember when people blamed usage and coaching for Howard’s failure with the Phillies? Can’t believe a team like the Rockies wouldn’t snatch him up. 10 hours ago Mick Abel is giving me Spencer Howard vibes. I’m hoping that no one gives Howard the opportunity and that the Giants can hold on to him. He’s much better, with considerable upside, than this year’s stats show, The last outing was really only his bad one. Leave a Reply Cancel reply Please login to leave a reply. Log in Register Feeds by Team Commenting Policy Privacy Policy MLB Trade Rumors is not affiliated with Major League Baseball, MLB or MLB.com Username or Email Address Remember Me Bahasa Indonesia Eastern Europe Moscow Oblast Elektrostal Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Area, Altitude, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna . Information Find all the information of Elektrostal or click on the section of your choice in the left menu. Update data Country Oblast Elektrostal Demography Information on the people and the population of Elektrostal. Elektrostal Population 157,409 inhabitants Elektrostal Population Density 3,179.3 /km² (8,234.4 /sq mi) Elektrostal Geography Geographic Information regarding City of Elektrostal . Elektrostal Geographical coordinates Latitude: , Longitude: 55° 48′ 0″ North, 38° 27′ 0″ East Elektrostal Area 4,951 hectares 49.51 km² (19.12 sq mi) Elektrostal Altitude 164 m (538 ft) Elektrostal Climate Humid continental climate (Köppen climate classification: Dfb) Elektrostal Distance Distance (in kilometers) between Elektrostal and the biggest cities of Russia. Elektrostal Map Locate simply the city of Elektrostal through the card, map and satellite image of the city. Elektrostal Nearby cities and villages Elektrostal Weather Weather forecast for the next coming days and current time of Elektrostal. Elektrostal Sunrise and sunset Find below the times of sunrise and sunset calculated 7 days to Elektrostal. Day Sunrise and sunset Twilight Nautical twilight Astronomical twilight 23 June 02:41 - 11:28 - 20:15 01:40 - 21:17 01:00 - 01:00 01:00 - 01:00 24 June 02:41 - 11:28 - 20:15 01:40 - 21:16 01:00 - 01:00 01:00 - 01:00 25 June 02:42 - 11:28 - 20:15 01:41 - 21:16 01:00 - 01:00 01:00 - 01:00 26 June 02:42 - 11:29 - 20:15 01:41 - 21:16 01:00 - 01:00 01:00 - 01:00 27 June 02:43 - 11:29 - 20:15 01:42 - 21:16 01:00 - 01:00 01:00 - 01:00 28 June 02:44 - 11:29 - 20:14 01:43 - 21:15 01:00 - 01:00 01:00 - 01:00 29 June 02:44 - 11:29 - 20:14 01:44 - 21:15 01:00 - 01:00 01:00 - 01:00 Elektrostal Hotel Our team has selected for you a list of hotel in Elektrostal classified by value for money. Book your hotel room at the best price. Located next to Noginskoye Highway in Electrostal, Apelsin Hotel offers comfortable rooms with free Wi-Fi. Free parking is available. The elegant rooms are air conditioned and feature a flat-screen satellite TV and fridge... from Located in the green area Yamskiye Woods, 5 km from Elektrostal city centre, this hotel features a sauna and a restaurant. It offers rooms with a kitchen... from Ekotel Bogorodsk Hotel is located in a picturesque park near Chernogolovsky Pond. It features an indoor swimming pool and a wellness centre. Free Wi-Fi and private parking are provided... from Surrounded by 420,000 m² of parkland and overlooking Kovershi Lake, this hotel outside Moscow offers spa and fitness facilities, and a private beach area with volleyball court and loungers... from Surrounded by green parklands, this hotel in the Moscow region features 2 restaurants, a bowling alley with bar, and several spa and fitness facilities. Moscow Ring Road is 17 km away... from Elektrostal Nearby Below is a list of activities and point of interest in Elektrostal and its surroundings. Elektrostal Page Direct link DB-City.com Elektrostal /5 (2021-10-07 13:22:50) Information /Russian-Federation--Moscow-Oblast--Elektrostal#info Demography /Russian-Federation--Moscow-Oblast--Elektrostal#demo Geography /Russian-Federation--Moscow-Oblast--Elektrostal#geo Distance /Russian-Federation--Moscow-Oblast--Elektrostal#dist1 Map /Russian-Federation--Moscow-Oblast--Elektrostal#map Nearby cities and villages /Russian-Federation--Moscow-Oblast--Elektrostal#dist2 Weather /Russian-Federation--Moscow-Oblast--Elektrostal#weather Sunrise and sunset /Russian-Federation--Moscow-Oblast--Elektrostal#sun Hotel /Russian-Federation--Moscow-Oblast--Elektrostal#hotel Nearby /Russian-Federation--Moscow-Oblast--Elektrostal#around Page /Russian-Federation--Moscow-Oblast--Elektrostal#page Terms of Use Copyright © 2024 DB-City - All rights reserved Change Ad Consent Do not sell my data Election 2024 Entertainment Newsletters Photography Personal Finance AP Investigations AP Buyline Personal Finance AP Buyline Shopping Press Releases Israel-Hamas War Russia-Ukraine War Global elections Asia Pacific Latin America Middle East Election Results Delegate Tracker AP & Elections Auto Racing 2024 Paris Olympic Games Movie reviews Book reviews Financial Markets Business Highlights Financial wellness Artificial Intelligence Social Media Justice Department charges nearly 200 people in $2.7 billion health care fraud schemes crackdown U.S. Attorney General Merrick Garland announced Thursday, that nearly 200 people have been charged in a sweeping nationwide crackdown on health care fraud schemes with false claims topping $2.7 billion. Attorney General Merrick Garland speaks during a news conference at the Department of Justice headquarters in Washington, Thursday, June 27, 2024. The Justice Department has charged nearly 200 people in a sweeping crackdown on health care fraud schemes nationwide with false claims topping $2.7 billion. (AP Photo/Jose Luis Magana) Copy Link copied FILE - Attorney General Merrick Garland speaks at the Department of Justice, Aug. 11, 2023, in Washington. The Justice Department has charged nearly 200 people in a sweeping crackdown on health care fraud schemes nationwide with false claims topping $2.7 billion. Garland announced the charges Thursday, June 27, 2024, against doctors, nurse practitioners and others across the U.S. accused of a variety of scams, including a $900 million scheme in Arizona targeting dying patients. (AP Photo/Stephanie Scarbrough, File) WASHINGTON (AP) — Nearly 200 people have been charged in a sweeping nationwide crackdown on health care fraud schemes with false claims topping $2.7 billion, the Justice Department said on Thursday. Attorney General Merrick Garland announced the charges against doctors, nurse practitioners and others across the U.S. accused of a variety of scams, including a $900 million scheme in Arizona targeting dying patients. “It does not matter if you are a trafficker in a drug cartel or a corporate executive or medical professional employed by a health care company,” Garland told reporters. “If you profit from the unlawful distribution of controlled substances, you will be held accountable.” In the Arizona case, prosecutors have accused two owners of wound care companies of accepting more than $330 million in kickbacks as part of a scheme to fraudulently bill Medicare for amniotic wound grafts, which are dressings to help heal wounds. Nurse practitioners were pressured to apply the wound grafts to elderly patients who didn’t need them, including people in hospice care, the Justice Department said. Some patients died the day they received the grafts or within days, court papers say. In less than two years, more than $900 million in bogus claims were submitted to Medicare for grafts that were used on fewer than 500 patients, prosecutors said. The owners of the wound care companies, Alexandra Gehrke and Jeffrey King, were arrested this month at the Phoenix airport as they were boarding a flight to London, according to court papers urging a judge to keep them behind bars while they await trial. An attorney for Gehrke declined to comment, and a lawyer for King didn’t immediately respond to an email from The Associated Press. Authorities allege Gehrke and King, who got married this year, knew charges were coming and had been preparing to flee. At their home, authorities found a book titled “How To Disappear: Erase Your Digital Footprint, Leave False Trails, and Vanish Without a Trace,” according to court papers. In one of their bags packed for their flight, there was a book titled “Criminal Law Handbook: Know Your Rights, Survive The System,” the papers say. Gehrke and King lived lavishly off the scheme, prosecutors allege, citing luxury cars, a nearly $6 million home and more than $520,000 in gold bars, coins and jewelry. Officials seized more than $52 million from Gehrke’s personal and business bank accounts after her arrest, prosecutors say. In total, 193 people — including 76 doctors, nurse practitioners, and other licensed medical professionals — were charged in a series of separate cases brought over about two weeks in the nationwide health care fraud sweep. Authorities seized more than $230 million in cash, luxury cars and other assets. The Justice Department carries out these sweeping health care fraud efforts periodically to help deter other potential wrongdoers. In another scheme targeting Native Americans, phony sober living homes were set up promising addiction treatment. Claims were then submitted for services that were never actually performed, officials said. Another case alleges a scheme in Florida to distribute misbranded HIV drugs. Prosecutors say drugs were bought on the black market and resold to unsuspecting pharmacies, which then provided the medications to patients. Some patients were given bottles that contained different drugs than the label showed. One patient ended up unconscious for 24 hours after taking what he was led to believe was his HIV medication but was actually an anti-psychotic drug, prosecutors say. Follow the AP’s coverage of the U.S. Department of Justice at https://apnews.com/hub/us-department-of-justice . Games & Quizzes History & Society Science & Tech Biographies Animals & Nature Geography & Travel Arts & Culture On This Day One Good Fact New Articles Lifestyles & Social Issues Philosophy & Religion Politics, Law & Government World History Health & Medicine Browse Biographies Birds, Reptiles & Other Vertebrates Bugs, Mollusks & Other Invertebrates Environment Fossils & Geologic Time Entertainment & Pop Culture Sports & Recreation Visual Arts Demystified Image Galleries Infographics Top Questions Britannica Kids Saving Earth Space Next 50 Student Center Elektrostal Our editors will review what you’ve submitted and determine whether to revise the article. Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189. SI SWIMSUIT SI SPORTSBOOK Exciting Seattle Mariners' Reliever Gets Timeline For When He'll Start Rehab Assignment Brady farkas | jun 29, 2024. Seattle Mariners Seattle Mariners ' relief pitcher Gregory Santos took another major step forward in his recovery on Friday afternoon and it's led to some exciting news. After throwing a 21-pitch live session at T-Mobile Park, we now know when Santos will begin his rehab assignment. He's been out all year with a lat issue. Per @LookoutLanding on social media: Justin Hollander says Gregory Santos will start a rehab assignment with Tacoma July 2nd Justin Hollander says Gregory Santos will start a rehab assignment with Tacoma July 2nd — Lookout Landing (@LookoutLanding) June 28, 2024 Considering that Santos hasn't played in any games at all this year (he was injured in spring training), it's surprising to see him instantly come out of the gate at Triple-A, but Single-A Everett is on the road that day, so maybe this is just more about reducing travel than level of competition. Tacoma is home that day against Salt Lake City. Given that Santos has been out all year, he'll require a lengthy rehab assignment that will have many more boxes to check. He'll need to show that he can throw all of his pitches, work on back-to-back days and show the ability to recover without discomfort. There has been hope that he'd be able to join the M's in July and that looks possible still at this point if everything goes well. If and when Santos is able to join the team, he'll add another dimension to the back end of the bullpen for manager Scott Servais. He features an upper-90s fastball and has a ton of movement. Here's what Ryan Bliss had to say after facing Bliss on Friday, per Curtis Crabtree: Ryan Bliss faced Santos both in Tampa and here today and spoke highly of his stuff, especially his sinker. “It’s 98 with splitter movement. You just don’t see that. The ball drops out of nowhere. You don’t really see it. It’s something unique and it’s a really good pitch.” Ryan Bliss faced Santos both in Tampa and here today and spoke highly of his stuff, especially his sinker. “It’s 98 with splitter movement. You just don’t see that. The ball drops out of nowhere. You don’t really see it. It’s something unique and it’s a really good pitch.” https://t.co/YY9OKLFh2V — Curtis Crabtree (@Curtis_Crabtree) June 28, 2024 The Mariners will play the Twins again on Saturday night at 7:10 p.m. PT. Follow Inside the Mariners on social media Continue to follow our Inside the Mariners coverage on social media by liking us on  Facebook  and by following Brady on "X" @ wdevradiobrady RELATED MARINERS CONTENT BRADY FARKAS Current time by city For example, New York Current time by country For example, Japan Time difference For example, London For example, Dubai Coordinates For example, Hong Kong For example, Delhi For example, Sydney Geographic coordinates of Elektrostal, Moscow Oblast, Russia City coordinates Coordinates of Elektrostal in decimal degrees Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems. WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System). Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees. Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S). Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W). UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters. Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 . Elektrostal , Moscow Oblast, Russia 483 IMAGES News bulletin news bulletin example Doc Template News Article Assignment Prompt Free News Bulletin Templates Of 17 Best Images About HTML Css and Problem & Solution in the News bulletin board. This displayed the In the News Bulletin Board for kid-friendly journalism by That Library Girl VIDEO Church Bulletin Assignment News Report Assignment Video (MPU 2222) Why Was This an Assignment? COMMENTS PDF LESSON PLAN: NEWS BULLETINS IN AN HOUR You can also record your news as an audio bulletin by having a technician walk along the line of presenters. 00.55 - 1.00: Going live - record your bulletin! Remember to talk slow and steadily - slower than you would normally speak. News presenters speak at an average speed of three words a second. Chapter 49: Radio & TV bulletins While a news bulletin story or segment is usually measured in seconds, a current affairs program segment may be several minutes long. Similarly to a news bulletin, a script will be prepared for the segment reporter to work from and to show editors and program producers and presenters what is being said. It should contain the words the reporter ... AEC531/WC193: News Writing for Television and Radio This publication on news writing television and radio is the fourth of a five-part series on news media writing. This series also covers an introduction to news media writing, news writing for print, grammar and punctuation, and interviews for news stories. Minor revision by Ricky Telg and Lisa Lundy. Published by the UF/IFAS Department of Agricultural Education and Communication. 4pp. Creating a Classroom Newspaper Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind. Use of the computer motivates students to learn and students' attitudes toward the newspaper genre are affected by active participation in the production of an authentic and original ... Writing a radio bulletin Page 1 Pages. Writing a radio bulletin requires editing skills. A bulletin is a brief radio news broadcast, giving the bare facts of news stories before more depth is added in a full programme. A ... HOW TO PLAN A NEWS BULLETIN HOW TO PLAN A NEWS BULLETIN. Published by MEDIA CENTER IMAC on June 10, 2019. Major practice in bulletin preparation. Television bulletins are usually made up from three elements: Written stories in the form of a script. Visuals. Voice reports from journalists, either recorded or live; The further element could be Motion Graphics. What is the process for writing news bulletins specifically ... Conclusion: Writing news bulletins for radio broadcasting can be challenging, but following these steps can help you create a concise, engaging, and informative bulletin that keeps your listeners ... PDF News Stories Assignment Description: 1.You will put together a bulletin of 3 stories that will be a part of your final news production. These story pegs will be from the following beats - political, finance, social, entertainment/sports. 2. The stories will be scripted, shot with at least two bytes of relevant sources, and edited for the final news bulletin. Radio News Bulletin RADIO NEWS BULLETIN- RJNR ASSIGNMENT - Free download as PDF File (.pdf), Text File (.txt) or read online for free. The document provides guidelines for preparing a radio news bulletin. It discusses the key principles like keeping the bulletin short and simple by avoiding unfamiliar words and abbreviations. Important factors to consider are pace (length and tone of stories) and balance (mixing ... Write a News Bulletin editor asks you to script the stories for the next news bulletin for the on-the-hour news slot. You may choose to write for a hard-news station, or for a soft-news station (human interest stories, (tugging the heart strings, etc.) amusing ephemera). You should use the traditional radio format we discussed in class for your script. Basic newswriting: Learn how to originate, research and write breaking The readings, discussions, exercises and assignments of this course are designed to help students acquire such skills and understand how to exercise them wisely. Photo: Memorial to four slain Lakewood, Wash., police officers. The Seattle Times earned the 2010 Pulitzer Prize for Breaking News Reporting for their coverage of the crime. Course ... PDF MEDIA AND COMMUNICATION TOPIC: Writing a news bulletin for the radio The news bulletin begins with the headlines - the stories that are considered the most important on that day, during that time-segment and so on. Balance of stories is important. There needs to be a mix of stories in a bulletin keeping in mind the ... NOT ASSIGNMENTS for which you will be marked. Title: Media 1 Created Date: PDF WRITING AND REPORTING FOR RADIO knowledge and background that journalists will need to master radio news. It will prepare students to begin mastering the craft of radio reporting. To make this class widely accessible, it is being taught without requiring hardware or software. The instructor may add optional practical assignments, depending on the availability of recording How to Write a News Story How to Write a News Story in 15 Steps The following is an excerpt from The Elements of News Writing by James W. Kershner (Pearson, 2009). This book is available for checkout at Buley Library (Call number PN 4775 .K37 2009, on the 3rd floor) How to Write a News Article: 14 Steps (with Pictures) Let your readers know what your news article is about, why it's important, and what the rest of the article will contain. 2. Give all the important details. The next important step to writing news articles is including all the relevant facts and details that relate to your lead statement. Twenty-Five Great Ideas for Teaching Current Events News-mapping. Post a map (a community, state, U.S., or world map, depending on the focus of your current events curriculum) on a bulletin board. Post stories around the map and string yarn from each story to the location on the map where the story takes place. More news-mapping. Take a look at the front page of the local newspaper each day. PDF News Stories Assignment Description: 1. You will put together a bulletin of 3 stories that will be a part of your final news production. These story pegs will be from the following beats - political, finance, social, entertainment/sports. 2. In groups of 10, you will pitch at least 4 story ideas for which 3 will be approved for the final bulletin. Ten Great Activities: Teaching With the Newspaper TEN GREAT ACTIVITIES FOR USING THE NEWSPAPER. Read and write for meaning. Remove the headlines from a number of news stories. Display the headline-less stories on a classroom bulletin board. 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During World War II, parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the ... 2024 Nashville Superspeedway pit stall assignments See where your favorite Cup Series driver will pit during Sunday's race in the Music City at Nashville Superspeedway (3:30 p.m. ET, NBC). Exciting Seattle Mariners' Reliever Gets Timeline For When He'll Start Seattle Mariners' relief pitcher Gregory Santos took another major step forward in his recovery on Friday afternoon and it's led to some exciting news. After throwing a 21-pitch live session at T ... Geographic coordinates of Elektrostal, Moscow Oblast, Russia Geographic coordinates of Elektrostal, Moscow Oblast, Russia in WGS 84 coordinate system which is a standard in cartography, geodesy, and navigation, including Global Positioning System (GPS). 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